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Actors Performance in the play Macbeth

Introduction

Macbeth is a tragic story written by Shakespeare in the seventeenth century. It is a story about a soldier, Macbeth, who is in search of power. In his quest, he goes ahead to commit murder. Shakespeare used the play to show how poor ambitions and the will to get power in the wrong way can lead to severe consequences. All the bad choices made by the soldier Macbeth in pursuit of power caught up with him in the end. This paper discusses the performances of the actors Ian McKellen, Judi Dench and John Woodvine in the play as Macbeth, Lady Macbeth and Banquo respectively. It describes the choices the actors made in the play both physical and verbal. It goes ahead to illustrate their choices in terms of clarity, logic and satisfaction.

Ian McKellen as Macbeth

Ian McKellen is a renowned actor and the part of Macbeth was one of his best performances. Macbeth is a trusted soldier in Scotland who emerges successful in the war. The other soldiers and King Duncun give him the name brave Macbeth. The King also awards him with the title Thane of Cawdor (Shakespeare, 00:04:20- 00:07:08). However he meets three witches who prophesy that he will be king in the near future. At first he doesn’t believe them. The character of Macbeth is expected to be ambitious and craving for power. Ian McKellen brings out this character well. When he hears the prophesy from the three witches, Macbeth is shown to want to kill the king but tells Banquo that he will leave it to fate. Macbeth also wants to know more about the prophesy but the witches, disappear before he could ask questions (Shakespeare, 00:09:14- 00:11:40). The fact that he thought about killing the king shows that Macbeth’s character is morally corrupt. He goes ahead to write to his wife . Macbeth had thought of killing the king but was against it when his wife suggested it. She has to insult him and bring up their dead child so that he can comply (Shakespeare, 00:28:30- 00:33:00). As the play continues, Macbeth has to kill Banquo so as to cover his bad deeds. The death of Banquo is followed by Banquo’s ghost appearing during banquets in the castle. The ghost traumatizes Macbeth and he starts to behave in a beastly manner (Shakespeare, 01:17:55- 01:20:10). This scene clearly illustrates Macbeth’s humanity and how he has been reduced to someone who needs sympathy and pity.

Judi Dench as Lady Macbeth

The character of Lady Macbeth, played by Judi Dench, depicts a different motivation for her actions than the painful loss of a child; instead, her readiness to commit regicide is motivated by her love for her husband. In a tender speech, Judi Dench’s Lady Macbeth explains how she would assist Ian McKellen’s Macbeth in assassinating the monarch (Shakespeare, 00:28:30- 00:33:00). Later, when she is successful in summoning the spirits, she starts to feel afraid. Dench’s Lady, notwithstanding her fear, resumes the incantation because she is determined to fulfill her husband’s dream (Shakespeare, 00:28:30- 00:33:00). Her affection is also seen when she reads Macbeth’s long affectionate letter to her telling her of his endeavors and the witches’ prophesy.

Judi Dench acting as Lady Macbeth is very passionate to her husband because after Banqou’s death, she gets worried when her husband goes mad. This is unlike her husband’s behavior when she dies. Macbeth reacts and comments that her death was inevitable (Shakespeare, 02:13:30- 02:13:40). Dench was also very good in illustrating how Lady Macbeth was affected by all the occurrences. As much as she was the mastermind behind the murder of King Duncun, she was tormented and ended up sleepwalking (Shakespeare, 02:01:50- 02:02:11). She also calls out to hell in the midst of her torment, showing fear on her face as she looks at her hands covered with imaginary blood (Shakespeare, 02:01:50- 02:02:11). The imagery used to portray the character by Dench leaves the viewers feeling like she is beyond redemption. I however don’t think Lady Macbeth was a villain as the play illustrated. Her main goal was to support her ambitious husband which led to her death.

John Woodvine as Banquo

The character Banquo is Macbeth’s best friend. The three witches appear to both Macbeth and Banquo and prophesy that Macbeth is destined to be king of Scotland while Banquo’s sons will be kings of Scotland (Shakespeare, 00:09:14- 00:11:40). John Woodvine brought out Banquos character as observant, less spoken, furtive and shrewd. Both characters are seen to be ambitious. After the death of King Duncan, Macbeth takes over the throne (Shakespeare, 00:57:20- 01:00:05). Banquo swears loyalty to the new king. However, Macbeth sees him as a threat since he is the only person other than his wife who knows about the meeting with the witches. He sends assassins to kill Banquo but Banquo’s son ends up escaping (Shakespeare, 00:13:50- 00:14:35). Banquo’s character as a ghost brings out the fear in Macbeth almost turning him mad. The ghost brings mental imbalance to Macbeth making him move around the stage like a mad man. Nobody else in the feast appears to see what Macbeth is seeing so they all react in confusion (Shakespeare, 01:17:55- 01:20:10). The viewers are left to conclude for themselves that Macbeth’s sins have started to catch up with him. Maybe Woodvine would have appeared on the scene but dressed in white clothes to illustrate that he is a ghost would have been more direct to the viewers.

Conclusion

The actors in the play use their performances to make the viewers understand the characters better. Their personalities are well brought out in the choices that they make and the changes that occur as the play continues. The viewers observe different characters, each of whom has a unique motivation for carrying out the deed and is personally impacted by its results. This essay has demonstrated not only how content analysis can support and advance performance and performance theory but also how the understanding of each actor can broaden and contribute to our understanding of the play and its character types. Eventually, the play gives and receives critical elaboration.

Works Cited

Shakespeare, William. Macbeth. https://www.youtube.com/watch?v=7skhaOegpLA

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Motorcycle subculture in America

According to Shelby, black solidarity is advocated due to the level of racism that the group faces in the United States.  Solidarity in the given context is the process of black Americans uniting to fight racism on their personal and collective experience. This solidarity of the blacks has been the foundation of the black nationalism (Shelby 23). He explores how the quest for black solidarity has been pursued from ancient times to the present time. He lightly notes that black solidarity is the solution to racism and the prevalent white supremacy. He contends that the notion that underlies black solidarity is their collective identity. Shelby also critiques the notion underlying the black nationalism based on a black collective identity as the basis for black identity.

He notes that the calls for black collective identity are doomed to fail in this era of post-civil rights. The main evident reason behind this is to ensure that it due to the presence of a diversity of various political and other social opinions in black community. The diversity brings about various ways of being black. The call to collective identity masks and conceals these differences. They all agree on the need to end racism but differ on the availability of a black identity. Shelby thinks that a more pragmatic approach called the pragmatic nationalism is more reasonable. He points that individuals should only draw look at the impact has on the individual lives of blacks, thus rallying for black solidarity in a manner that accommodates all. He contends that both the blacks and non-blacks can support this pragmatic nationalism because it does not present any of the problems based on collective identity. Thus, individuals who feel that they are in need of ending racism and injustices can collaborate with other individuals who are like-minded without feeling the pressure of a need to adhere to a form of collective identity.

He believes that solidarity that is built on some form of collective identity can be viewed as illiberal. He goes along the line to discuss that person who push for collective identity on conceptions of most black’s solidarity is often disrespectful to the blacks who may think along different ideological lines about them being black (Sylvan, 345). Thus, this collective identity view is illiberal. He is in dire need of presenting nationalism that respects the traditional liberal traditions. Blacks that have different political persuasions could collaborate to end racism and the injustices seen. He identifies that African Americans should feel free to choose how they identify themselves.

He points out that they should also be allowed to choose how they relate and view their relationships with other black African Americans and the larger community of non-African communities. In this context, he sidelines the context of individuals such as Appiah and outlaws the concept about the value of retaining racism. For him, whether an individual views himself or herself as racist or not is not an issue if they are committed to the racial equality plus their social justice. This is true since most persons who are deemed African Americans do not want their own country whether in America or outside its mass. Since their own goal is living in peace and having a productive life, their role should be in making race play a less role in the lives of the African Americans.

The main debatable issue here is whether there is an underlying role of racism in history of black Americans at this period of post-colonial era. An argument is possible that Shelby is arguing that the initial barriers present that prevented most of the African Americans from enjoying their overall freedom has been eliminated (Hayes 134). The present political and even the social climate demands for a change of the previous political strategies in place to eliminate racism. While the conception of a collective identity of individuals being black or not may have faced prior justifications in the past due to the levels of legislation passed, the social and political climates in place now allows for reassessing the current perceived understanding of the ongoing collective identity on black solidarity.

In the past era of post-civil rights, the appeal of collective identity separates the blacks more than it does unite them. However, Shelby is correct in identifying that there are various many ways of individuals identifying themselves as blacks. The concept of individuals pushing for collective identity may result into alienation of those individuals who are committed to liberation of the blacks. These alienated individuals of the black dynasty view collective identity as having, many confining rules, and regulations that individuals are supposed to abide with. He thinks that without trying to bring out the issues of collective identity, it would be easier to form good working relations that are past the ideologies formed by the individuals willing to find collective identity in their relationships.

Individual blacks can still find better means of relating with each other even without having to abide by various set rules and regulations. The idea of black community is also difficult in this situation given that Shelby argues against people identifying with similar behavioral ethics or code of conduct. If individuals were aware that to bring change to their lives, they have to share similar fears and beliefs about them being black, then they would rather not solve the underlying issues of racism and ethnicity that emerge. The reason is that these blacks are diversified individuals with different modes of thinking and different behavioral patterns. So telling them to behave in a certain way so that they can fit in would be difficult for them to conform with. Shelby believes that ending racism is the aspect of all blacks and doing away with racial boundaries is something that all blacks should do.

Motorcycling subculture

It was a culture that was established back after world war two into the current cultures of individuals living in America (Stich 100). The members of this subculture are mostly the African Americans who are bound together by solidarity of being blacks. They are in dire need of fighting the aspect of racism that faces them in the United States. Though the level of racism has declined now comparing to how it was in the past during the formation of the sub-culture in the 1950s, they are involved in various activities that describe their solidarity. These members come together with their bikes to bond together and assist each member in the event of any problems arising. These members of the motorcycle sub culture are associated with engaging in high-risk motorcycle racing. Though this kind of racing is dangerous, members identify with each other through these kinds of racing.

A few non-African Americans are settling down and joining these subcultures and they are even seen attending functions of these individuals. Women are also joining the brotherhood of bikers. After years of feminists’ progress in the larger society, some of the females are playing subordinate roles in the motorcycle subculture. Other women have become full-fledged of the American sub-cultures participating in all the events recorded in the sub-cultures. Though the motorcycle subculture is regarded as an outlaw in America because they are not in the American Motorcycle clubs and do not adhere to the rules set.

The sub-culture has their own laws, which members have to follow for their own good. Some members of this sub culture have engaged in creation of motorcycle clubs, which are viewed, as outlawed. Though most of the individuals in the outlawed motorcycle clubs do not engage in criminal activities, others do peddle drugs and engage in criminal activities. To them, solidarity is important, they come together to fight cases of shunning by various members of the community who view them as criminals. They also come together to help each other in times of needs. Such individuals identify themselves by adorning a motorcycle vest with large specifications of the club, which can be either a specific patch or patches. They engage in collective identity when it comes to finding solutions to the problems facing them.

The organization of this subculture differs according to the typical organization of the members. The members of these sub-cultures are not criminals pa se. they adopt similar codes of doing their activities including charity events. In accordance with the aspect of diversity, such members share similar views and fears. They have to abide by the set rules and regulation of the sub-culture else, they seize becoming members. It is not difficult to spot members of different groups of the sub-culture due to the various forms of clothing that they adorn according to the specifications of the specific group of the subculture.

Various groups of the motorcycle sub-culture including the motorcycle club and the biker gangs relate to the initial group for which they are part by the aspect of all of them being participating in various events of the cycling. All their functions must have some motorcycle activity else, they will not feel fulfilled. Thus, in accordance with the considerations of Shelby, the groups forming the sub culture are organized have their group identity that they identify with. It is important for members to follow the recommended and set laws thus enabling them to be in a better understanding of the requirements of the group.

In some instances, some of the groups in the motorcycle sub culture engage in criminal activities besides their main connection of bike riding. Most of them even maintain a website where they identify themselves through possession of tattoos and patches, they have written their own constitution and trademarks and their clubs have names and logos. Most of these groups also have public campaigns aimed at cleansing their public image. What makes such groups that engage in criminal activities different from the mafia is that they do not use violence and crimes in the pursuit of profits unlike the mafias. Their priorities are reversed and they indicate that the acts of mayhem and also lawlessness is important in living. Such are the members who ruin the name of all other individuals in the motorcycle sub culture.

Due to the lawlessness of these few groups in the subculture of motorcycles, most individuals view all the groups in this subculture as lawless. Moreover, because most of these groups engage in the acts of charity works or other helping activities to their members and also fight for the rights of its members in the larger society, their activities are viewed as lawless and they can sometimes be apprehended for conducting their activists’ activities in public. Like in the case of solidarity that Shelby identifies with, these members come together in various aspects of the society when called for. They live in such unity such that a member cannot be having problems and they fail to come in and help. Moreover, they are supposed to abide by the set rules and code of conduct in all they do despite the current situation facing them. Most individuals point out that such groups are attracted together by the mystique of the images they portray despite the effect such situations have on the members of the public.

A typical group of the motorcycle subculture is often composed of a president, a vice president, treasurer, secretary, a road captain and often an individual who acts as a sergeant at arms. It is common to find such group members adorning similar insignia, organizational structures, and trappings including beards and also leather outfits. Though there are other non-members of such groups who also adorn such outfits and structures, sometimes it becomes difficult for members of the public to tell the difference between the two.

Works Cited

Hayes, Bill. American biker. Birmingham: Flash Productions, 2010.

Shelby, Tommie. We Who Are Dark. Havard: Havard University Press, 2009.

Stich, Sidra. Made in USA . Berkeley: University Of Calfonia, 2007.

Sylvan, Robin. Traces of the spirit. New York: New York University Press, 2009.

Movie Analysis Paper

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Institution

Question #4

Introduction

Issues pertaining to love, friendships and romance have always made popular and controversial topics in the contemporary human society. Indeed, these issues have been considerably explored both in literature and in film. It goes without saying that these films and literary works often have varying themes and messages that they want to pass across, often guided by the experiences of the authors or film directors. Indeed, these works are aimed at sending a particular message about the society of the authors or the story directors, as well as shape certain ideas or influence some social changes in the thinking and the way of doing things in the societies within which they live. This is the case for the movie “When Larry Met Sally”.

Written in 1989, “When Larry Met Sally” is a romantic comedy that follows the romantic journey of Harry Burns and Sally Albright. They have just cleared school and are sharing a drive to New York City. Sally is just about to start studies at a journalism school, while Harry will be kicking of a career. Of particular note is that Harry, at the time is dating Amanda, a friend of Sally’s. In the course of the drive, the two have a discussion pertaining to their different ideas pertaining to friendship between males and females, with Harry holding the opinion that men and women can never be just friends as sex will always come in (Pasupathi, 2006). They part ways in unfriendly terms with Sally becoming angry with Harry for telling her that she is attractive. Their meeting, five years later, involves Harry trying to mend fences with Sally and trying to clear the air on his opinions as to men and women not being friends as the sex part will always come in. After another five years, they meet again and, this time round, have the capacity to be friends to the extent of spending quite a lot of time together. Eventually, the two have sex after Harry goes to comfort Sally, who is devastated about her ex-lover getting married to his assistant. While their love meets varied hiccups, they eventually make up and proclaim their love for each other.

While love, friendship and romance feature prominently in the movie, “When Harry Met Sally” is really about the differing ideas that men and women have pertaining to friendships between the sexes. In essence, the central theme is the differing ideas that men and women have regarding relationships and love. Indeed, it is evident that the two genders have different aspirations or ideas as to what constitutes friendships, or rather what purpose friendship serves. Sally thinks that friendship is merely for emotional support and social purposes, a notion that Harry seems to agree to but cannot see how that would fail to invite the prospects of sex (Pasupathi, 2006).

The differing ideas that women and women have pertaining to friendships and relationships are what keep Harry and Sally from having a romantic relationship. The recurring theme of the movie is essentially the place of sex in friendships, and especially with regard to whether men and women can be just friends without having sex. As much as Sally would disagree on Harry on the possibility of being just friends, Harry is eventually proved right when they have sex. Friendship, evidently, is a precursor for romantic relationships, which may never survive without sex.

This is, essentially, the message that the filmmakers are attempting to pass. They are insinuating that men and women have a considerably different view of friendship and what they entail, to even the purpose that sex serves in relationships. For Sally, it is evident that sex is not merely for recreational purposes rather it is bound to enhance the bond between two people. Harry, while not disagreeing per se with this notion, also underlines its recreational purposes component. Indeed, the importance of sex is underlined by the older couples’ interviews in the movie. For instance, when Harry and Sally are out at a restaurant and Sally begins faking an orgasm, an old woman asks the waiter to bring Sally is having, not in reference to the food, but rather to what would give her such pleasure (Pasupathi, 2006).

References

Pasupathi, V. C (2006). The Rhetoric of Love and Seduction. University of Texas at Austin

Moon Tiger mood and setting

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Moon Tiger mood and setting

In the passage, the author uses playful and deliberate language to try and bring the reader into the overall mood of the story. At the beginning of the passage, we are made to believe that it is animals that are present and searching for their prize. The writer utilizes words and brings the reader closer, ensnaring the senses of the reader and bringing the reader into the world that she describes. At that point, the mood is tense. For instance, the passage says, “and squats, searching the blue-grey fragments of rock furiously around her.” In that simple sentence, the writer has used imagery to create the idea of frantic behavior. Frantic behavior is often associated with anxiety, tension as you will. That is what the author intended to display at the beginning of the passage. The author then shifts gear by bringing in Gordon, who, the narrator, is in the heels off. She constantly wonders what Gordon has as he climbs the imaginary cliffs. She wants to get there before he does, further and further she climbs, in competition with Gordon. Gordon bags something, and by doing so, the writer briefly changes the tone and mood of the story from that of tension to a lighter, more victorious one. She does so briefly, however, for we are quickly thrust back to the world of competition.

The author also briefly introduces the mood of despair. The protagonist has so far competed with Gordon. It is her wish to become triumphant over Gordon, hence the need to go higher and higher. She eventually comes close to achieving the victory, but it is stripped from her. Her sense of achievement turned sour as she realizes that she has lost to Gordon. Gordon has pushed her and secured victory at that cost. She feels aggrieved that Gordon would push her to win. The mood is also a playful one throughout the passage.

It is revealed at the end that the beaches described and the cliffs seem to be imaginary, the raw figment of the imagination of two kids who it seems designed the game to make light of a depressing setting. It would seem that they are in a hospital environment since, at the very end, nurses are mentioned. Nurses could only be found either in hospitals or nursing homes. But it seems unlikely y-that that is a nursing home; therefore, it appears to be a hospital. The children maintain a playful mood in the halls of the hospital while the mother watches on.

The writer diverts the reader’s attention making the reader think that the setting is indeed based on a cliff off a beach. The children are depicted as creatures in competition, a fact that seems only to be a figment of their imagination. Therefore, it is safe to say that the setting of the story is a hospital environment, and it seems to be so thoughtful.

However, what does change is the mood of the story all through. The author does not hesitate to provide us, the reader with a myriad of moods that are perfectly placed to evoke the perfect reaction when reading the text. The mood constantly shifts from a tense, competitive one, to a playful one and then to both a blend of victory and despair. One more mood can be seen, and it applies to the mother. The mother creates a somber mood that draws the children from their make-believe world. She has had enough of their games, and she shouts at Gordon to keep quiet. By doing so, she has summarized the overall mood. She seems to like sort of a “killjoy.”

Works Cited

Lively, Penelope. Moon tiger. Penguin UK, 2010.

Moral decay

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Introduction

Allen Ginsberg is one of the poets who have written deep literature work full of dramatic tension. There is a lot of friction and peace is sacrificed by a few. This is evident in a number of his poems, for example the Howl. The poem Howl is the work of Allen’s and portrays some sort of dramatic tone. The poem is in elegiac tone; mourning tone. CITATION Ton07 l 1033 (Trigilio, 2007) The poet has presented a long list of activities taking place in the literature work; therefore it is termed as catalog technique. He has accorded it the title Howl which gives a reader an indication of deep cry and sorrow, mourning and such related attributes.

There is protest as cry resulting from all manner of exploitation, subjugation and repression. CITATION Nad07 l 1033 (Klemens, 2007) The poet suggests and actually asks the audience to cry against social injustices being perpetrated by the ruling class. He wants people to cry against capitalism, exploitation, repression and subjugation. Howl is as such seen as revolutionary manifesto and social commentary, but it uses an approach that brings disorder in the society. The poem comes out and stands strongly as the celebration of the movement of counter culture. In this poem, we see that the greatest brains of 1950s are under threat of destruction by what is seen to be madness. The madness has come out in different types or appearance. These are scholars and great educationists, best mind, and the best generation. The madness came as a counter culture, which is seen not their own option but compulsion.

These best minds underwent deep agony and suffering when the dreams and visions are postponed continuously. They decide to become naked in order to gain good grounds to challenge and oppose the mainstream culture. They moved all the way to the Negro street where they looked with a lot of fury, this fury is indeed but total expression of the hatred towards the culture of Americans. They looked with a lot of frustration, out a society which had birthed them and now distorting them.

They strongly stood to challenge that society and set up which had given birth to them without having the ability to accommodate them. This poem shows a lot of drama from the actors. Even when we read it without the acting, we see a clear picture of tension in every stage at the back of our minds. We tend to have an image of the actors running up and down into the streets of towns like we are told the case of Negro Street. We have a vivid picture on of people crying and mourning, for what is seen as desire to restore the society from the demise of cultural stability due to influence of the American culture. At the back of our minds, we see the audience watching with eagerness the practical bit of crying like howl does.

The poet has therefore skillfully employed the technique of literature to create a tone of dramatic tension. By so doing, the message the poet wants to pass to the society comes out so plainly. Because of the crying, the drama makes the message of the poet sink deep into our hearts though with a lot of pain. We are told that these things are perpetrated by some great brains travel from one town to another without any particular aim, simply because they loved travelling. However their travelling has no purpose attached except generating fear and tension. They had great interests and opted taking narcotic stuff as a way of doing away, if not reducing the pain and agony resulting from that culture, and challenge this mainstream culture. We are told they wanted to challenge the mainstream culture by writing vulgar artistically work and so is the result of vulgar poetry.

We are told that they wrote all that which came into their minds. Here we see a lot of tension developing in the poetry work. There is tension growing all over as we read the poem. Someone really feels unsecure meeting such kind of people. Imagine yourself going to meet people matching in city streets naked? Imagine having an encounter with people to whom narcotic and other harmful drugs is an obvious thing? Imagine having an encounter with people who are aimlessly travelling from a city to city? Imagine a university lecturer going to teach a class of such caliber of students? This creates a great deal of tension in that particular society. There is seen to be a lot of friction here, all this resulting from desire to change the culture. While other students go universities for a common good of the society, we are told that this category went to exercise indecent behaviors like writing and posting vulgar words on the walls and windows.

Ginsberg tries to paint a picture of a chaotic society. There is a lot of contrast in the poem in the sense that, while we expect the learned brains from the university to address issues in a descent manner and conduct them selves in a manner likely to suggest that they are educated, they did a complete opposite of the expectation of the society. Great deal of fear develops in our hearts when we hear the sort of things they practiced. We are told that they would speak and yell for even seventy hours. The nature of topic of their discussion even draws tension into our heats. We are told that they kept talking about sensitive things like sex and sexuality.

Tension grows in our hearts when we realize that they spoke about these things openly and without any fear. They spoke for long about drugs, sex, memory, marijuana, anecdotes. These are things that trigger some sort of fear in any given environment. All this generates some sort of friction and tension in the poetry work. They would still talk and about things like social taboos, which are things we know very well that are reserved and should be talked in private places. This generates a lot of fear and tension in the hearts of the audience. To make matters worse, they even talked and did sexual intercourse openly. At times we are told they would be found by other people throwing semen to each other. This paints a very dirty picture, characterized by a lot of tension. They broke the ordinary sexual courses.

We are told that they even burnt money as a way of condemning capitalism. To them, killing other people was not a big deal. They would fearlessly give speeches on suicide and throw salad to lecturers. This is a community characterized by very chaotic conditions. One would try to imagine living together or studying in a lecture hall with people who are so chaotic that they even show disrespect to the lecturer CITATION Jac11 l 1033 (Kerouac, 2011). If they don’t respect and bow to the lecturers who else will they respect? Burning of money to undermine capitalism tells us that if they meet the capitalists they would kill them mercilessly. There is great tension resulting from the fact that these people don’t even look behind when it comes to issues of life. We are told that they encourage death resulting issues in the society.

Conclusion

These things show or paint a picture of a society dominated by Satanism and evil of the highest order. However, the author is optimistic of societal acceptance of this kind of “sect.” This poem indicates madness in the society, unfortunately being conducted by the great brains. All this has produced high tension through out the art.

Work cited

BIBLIOGRAPHY l 1033 Kerouac, J. (2011). Jack Kerouac and Allen Ginsberg : the letters. New York: Penguin.

Klemens, N. (2007). Allen Ginsberg’s “Howl” – Poetry or prophecy? München : GRIN Verlag GmbH.

Trigilio, T. (2007). Allen Ginsberg’s Buddhist poetics. Carbondale: Southern Illinois University Press.

Moon Tiger

Students Name

Institutional AffiliationMoon Tiger

Moon Tiger’s main character story is Claudia Hampton. The story is unpredictable and captures the attention of the reader: Hampton, an intelligent woman whose life we are taken through, shifting from past to the present. The story of Hampton, written from her nursing home, takes the audience through her memories, different times, and scenarios. The success of the story depends on how Hampton achieves her goal. The other characters involved include her mother, as well as her brother Gordon. The point of view of the three is considered in each piece of the puzzle. That serves to help discover the whole picture of the family.

Firstly, their communication involves a lot of yelling at each other. That shows the lack of civilization that the family portrays. The two children are seen to be reckless, and the book describes this as “cries of alarm.”

Secondly, there is a lot of competitiveness among children. Claudia is said to act like an animal on how she searches for minerals. The words used are “hiss,” “pouncing,” “Furiously.” That shows that the intensity at which Claudia aims to get is far much more than what any other person does. She pays no attention to the danger that surrounds her; her aim is on the prise. Her eyes are focused on her brother, and she is constantly monitoring his movements.

The author also uses syntax in the story. It is used to describe the falling of limbs, Gordon’s limbs. Gordon’s legs are described as it. “it thrashes, she thrusts.” There is a simultaneous description that is mentioned in this passage. Due to their competitive nature, there are both at fault. She did not have a clue of her fall, which comes as a surprise to her. She realizes that not all that she thought was solid proved to be stable. She understands her competitive nature has led to her fall. That is described in the line, “…of the solid world which is not as solid after all.” A lot of repetitiveness is also described during her fall. That is perhaps to emphasize on the fault that is placed on her as well. “Her shoulders, her head, her outflung arm……” That suggests that the excessive energy and adrenaline that made her angry and very competitive to her brother has led to that state. Finally, she is defeated as the story describes the gasping as well as the pain she is enduring. That is in the sense that the brother eventually defeats her despite her competitive nature. “hammering of pain” “…too affronted even to yell” “gasping.” They are all signs of defeat, and the extent of her injuries could not allow her to compete anymore. Also, it’s important to note that the poor communication that was brought about by yelling comes to an end. She is unable to speak due to the pain she endures. That ends the yelling as well as the competitiveness that the excessive adrenaline and energy brought.

The Gordon section beginning with “take” gives him a threat of what he is bound to lose if she overtakes him. Gordon’s reaction to her sister’s fall is that of “horror,” as well as “satisfaction.” Gordon is pleased with the failure of his rivalry, and this impediment to her competitiveness achieves his goal. He is relaxed and happy despite the situation her sister is in and the pain she endures.

The third section where the mother’s point of view is described, “furious tenacity” is used. She is the factor that joins the two siblings despite their competitiveness. She is the cement of the two’s relationship, bringing them together. Gordon insists on his honesty while Claudia pleads for the protection of her findings. Nevertheless, she takes no sides with her children. She asks on them to be still and another to be quiet.

The author should have used more characters and characteristics that bring dialogue as well as direct versus indirect characterization—thus connecting the three characters through different literary devices.

Works Cited

Lively, Penelope. Moon tiger. Penguin UK, 2010.

Moral Disengagement

Contents

TOC o “1-3” h z u Behavioral theories PAGEREF _Toc378180673 h 1Albert Bandura’s model of moral disengagement PAGEREF _Toc378180674 h 2

Within the society today there are different people with their own different behaviors. Some might turn out to be meaningful people but others end up being a bother to the society. This paper will look out moral disengagement in the society.it will explain using behavioral theories why a person is more likely to drop out of the society to become a terrorist as opposed to dropping out to become a hermit or monk.it will also focus on Albert Bandura’s model of moral disengagement and explain some techniques that might be used to justify the use of violence by individuals.

Behavioral theoriesWhen we look at the society today more and more people are getting involved in terrorist behavior as opposed to becoming monks or hermits. The likely hood of an individual becoming a terrorist is high compared to the same individual becoming a monk or hermit. This can be explained using behavioral theories. Behavioral theories give a demonstration of how conditioning can be used in learning new behaviors or information. Behaviorism is a learning theory that is based on the fact that all behaviors are got through conditioning.one of the behavioral theories that can be used to explain why more people are becoming terrorists is operant conditioning. This is also referred to as instrumental conditioning which is a learning method that takes place through punishments and rewards for behaviors. Through operant conditioning there is an association between a particular behavior and consequence for that behavior (Cherry, 2012).

Individuals are likely to develop a behavior of being terrorist due to the rewards they associate it with. For instance terrorists might get money through when they execute their acts of terrorism. When one is hired as a terrorist they are promised large sums of money.it is this reward that most of the people who get involved with terrorist activities that attracts them into this behavior and hence they end up developing it. There are very few rewards if any of being a monk or hermit. Therefore people are less attracted to this and are less likely to become monks or hermits.

Albert Bandura’s model of moral disengagementThis is a theory developed by Albert Bandura that seeks to make an analysis of the means by which people rationalize their unjust or unethical actions. This can be achieved through various justifications such as euphemistic labeling, moral justification, and attribution to blame or advantageous comparison (Kathiemm, 2010).All these are the techniques that people use when it comes to justifying their violence.

One of the mechanisms used to justify violence is moral justification. Through this technique those that engage in violent or injurious conduct justify their actions using morality.to this people any act of violence they perform is considered as service to humanity or for the general good of the society. For instance people catch a thief and engage in violence through mob justice claiming that they are helping the society deal with thieves. But in the real sense they are justifying their violence through morality. Violence might also be made palatable through the euphemistic labeling technique. Here the violence perpetrators use euphemistic terms which appear and sound less negative or might be taken as positive in order for them to make their actions look less harmful. This type of labeling also acts as a limit or a way of reducing their responsibility to the particular action. When it comes to the technique of advantageous comparison, people who take part in acts that can be reprehended make it seem less objectible through making comparison with something that can be taken as being worse. An example is the justification of attacks on unarmed groups by indicating their potential threat to the society at large. This violence that is unprovoked against small groups is in most cases justified by this advantageous comparison theory (Kathiemm, 2010)

References

Kathiemm, N. (2010).Moral disengagement –introduction. Retrieved August 9, 2013 from http://engagingpeace.com/?p=31 Cherry, K. (2012).Introduction to operant conditioning. Retrieved August 9, 2013 from http://psychology.about.com/od/behavioralpsychology/a/introopcond.htm

Motivation Strategies in Teaching

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Institution

Introduction

Motivation has been one of the most valued concepts in varied environments including business, home and school. This may primarily be a result of the recognition that motivation has a bearing on the productivity of individuals in all these environments. Motivation, however, is an abstract term whose definition varies especially considering that it cannot be scientifically measured (Wenzel & Wigfield, 2009). Nevertheless, the term is used to underline varied processes and effects that have a common core in the acknowledgement that any organism would chose a certain behavior because of the likely consequences, then executes the behavior with certain energy along a certain path (Klassen et al, 2010). It is well recognized that there exists a positive correlation between motivation and leaning, with research showing that students who are motivated would be likely to put more energy in their learning, participate actively in it and realize better outcomes, as well as feel good about the process (Klassen et al, 2010). It is not surprising, therefore, that volumes of literature and models have been crafted to guide the process of motivation. Two of these are the ARCS model by John Keller and the Motivational Framework for Culturally Responsive Teaching by Raymond J. Wlodkowski. These two models are similar and different in varied ways.

In examining the two models, Klassen et al, (2010) noted that both models are dependent on the subject finding meaning in what he or she is doing so as to be interested. In ARCS model, the student would have to find the learning activity relevant and applicable in his or her life. This is the same case for Wlodkowski’s model, where the learner would be motivated after developing a certain attitude through ensuring personal relevance, as well as choice. Samadi (2010) also noted that the two models have motivation tied to the end result. In Wlodkowski’s model, the fourth essential component revolves around engendering competence through the creation of the understanding that the learners will gain knowledge on something about which they want to learn. This is the same case for ARCS model, where Kelly states that learning has to give satisfaction or a certain reward in the form of praise, sense of achievement or mere entertainment (Samadi, 2010) This may be done through giving learners the feeling that the skills acquired are beneficial by offering opportunities for their application. However, the two models differ in that Wlodkowski’s model seems to use emotions in enhancing motivation among learners. An instructor would have to establish inclusion through the creation of connectivity and respect between him and the learners (Samadi, 2010). ARCS model, on the other hand, strives to create no such connection or appeal to the emotions of the learner, rather the goal of motivation is tied to the satisfaction that the learner would achieve in the end (Wenzel & Wigfield, 2009).

ARCS model was recently applied in the classroom to improve the performance of ladies in sciences and mathematics. The tutors posed problems to the students to enhance their attention. This was complemented by breaking into groups to enhance participation. The relevance of pursuing sciences was underlined by the fact that these are core subjects that have a bearing on the overall performance, while the confidence of students was enhanced through providing feedback and attributing any success to their effort in the same. Satisfaction was guaranteed through providing feedback, as well as reinforcing the behavior with gifts and rewards alongside the high marks.

While both motivational strategies are credible, I find the ARCS more practical in my workplace. This is especially considering that it does not depend on emotional attachment between one party and another rather it is solely tied to the satisfaction or reward that an individual would gain in the end (Wenzel & Wigfield, 2009).

References

Klassen, R.M., Ang, R.P., Chong, W.H., Krawchuk, L.L., Huan, V.S., Wong, I.Y.F., & Yeo, L.S. (2010). Academic procrastination in two settings: Motivation correlates, behavioral patterns, and negative impact of procrastination in Canada and Singapore. Applied Psychology: An International Review, 59(3), 361-379.

Samadi,M.(2010). Investigating the relationship between the dimensions of motivational orientations, learning strategies, and determining the contribution of these variables in explaining academic achievement .Journal of Research Institute of Education Studies.

Wenzel, K. R., & Wigfield, A. (2009). Handbook of motivation at school. New York, NY: Routledge, Taylor & Francis Group.

Case Review and Counseling Plan

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Nicole and Tanya have two main issues that the therapist has to address for their relationship to work. Tanya has been hesitant to tell her parents about her sexual orientation and her lifestyle because she is afraid that they will reject her. Nicole, on the other hand, does not understand why Tanya cannot tell her parents about them, and especially when they are about to start a family and become more serious. This paper will review two main intervention approaches or techniques that the psychologist can use to help them establish a successful relationship.

There are two types of intervention techniques that a therapist can use to help this couple. These two include emotionally focused therapy and integrative behavioral couple’s therapy. The integrative behavioral couples therapy is an approach that is derived from behavioral couples therapy technique that usually puts much of its efforts not only on change of behavior, but also puts a substantial amount of focus on the acceptance of the problem that is impossible or difficult to change (Christensen & Heavey, 1999). In the case of Tanya and Nicole, their problem is that Nicole feels unaccepted by Tanya because she has not come out to her family fully about their relationship. Tanya feels pressured because she feels like her family might reject her if she does as Nicole is asking.

The therapist may help this particular couple to reformulate its challenges as differences other than deficiencies in order for the therapist to promote acceptance. This way, Nicole can understand that people are different, that her parents and Tanya’s are different, and that their reactions might differ. The therapist can use this approach to help the couple express some of their most vulnerable feelings that usually lie behind most behaviors (Christensen & Heavey, 1999). For instance, Tanya has fears that she might lose her family forever if she ever tells them of her lifestyle and sexual orientation. The therapist must make Nicole understand these feelings and fears so that she eliminates her fears that Tanya is hesitant with the news because she is not committed. This can also make Tanya understand Nicole’s fears.

This approach is also useful as it helps the couple carry out an analysis that is objective of the problematic patterns mist couples experience. Additionally, the technique can be beneficial in reenacting of behavior that is undesirable in a manner that increases and develops tolerance. This way, the couple can learn to be patient with each other, and can learn to tolerate each other. Therapists have designed these strategies to increase and promote acceptance between couples, and they may foster change indirectly in the problematic area and increase the closeness between the couple (Christensen & Heavey, 1999).

Emotionally focused therapy, on the other hand, explains the distress experienced in relationships with the use of the attachment theory, rather than through changing behavior (Greenberg & Johnson, 1988). This approach involves the identification of interaction cycles that are problematic between partners and the emotions basing these cycles. Therapists believe that distress experienced in relationship arises when bonds of attachment are disrupted or when these bonds have not been fully developed, resulting to couples engaging in rigid and tensional interactional patterns that prevent closeness. This kind of therapy works to help such couples recognize their experience in emotions in the restructure and relationship their interactions form in order to come up with a relationship that is more satisfying. The therapists and the couple work hand in hand to redefine and reprocess the relationship in a manner that it allows them a closer and secure attachment base for their relationship (Jacobson& Christensen, 1996).

References

Christensen, A. & Heavey, C. L. (1999). Interventions for Couples. Annual Review of Psychology 50:165–190.

Greenberg, L. S. & Johnson, S. M. (1988). Emotionally Focused Therapy for Couples. New York: Guilford Press.

Jacobson, N. S. & Christensen, A. (1996). Integrative Couple Therapy. New York: Norton.

Active learning is better than passive learning

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Introduction.

Learning is a process whereby a person mostly referred to as a teacher pass on knowledge to recipients known as students. This process can take place in many ways including and not limited to lectures, video conferencing and referrals. This paper tries to show that active learning is better than passive learning.

To understand these forms of learning we take a look at each. Passive learning is a non-interactive way of passing knowledge from the teacher to the student. The student simply listens to what the teacher has to offer without questioning or contributing in any way. Active learning on the other hand is where a teacher passes on what he or she knows to the student while seeking to establish what the student also knows regarding the topic of discussion. This can be achieved by use of open ended questions CITATION Dea01 l 1033 (McManus, 2001). The main reason for having this topic under scrutiny is to get more light why most people go to school but still remain in the same or slightly improve the state of understanding of study areas.

In order to get in-depth insight on these two learning methods we ask the question,”what are the concentration levels in both learning methods?” Focusing on passive learning we establish that concentration levels are low among students. This is brought about by low or non-participation in the learning process. Human concentration is greatly reduced if not faced with spontaneous activities within the environment. Due to the low concentration levels students don’t grasp entirely what they are taught CITATION Nor07 l 1033 (Herr, 2007). They also develop a negative attitude towards such classes. On the other hand active learning has high concentration levels among students due to their participation in the learning process. Students feel the urge to own the knowledge being transmitted to them thus ask questions whenever need arises. This levels of participation makes them alert thus can stay focused for longer periods than students in a passive learning class.

Another question we need to ask ourselves is “how do students respond to questions in an exam after undergoing through a passive or active learning process?” Students who have been through passive learning simply download what they were taught in class. This is evidenced by the similarity on what their teacher gave them either in note form or speech. Most of these students strive to cramming rather than understanding concepts. Active learning produces students who have grasped the context being taught in a way that they can explain it without necessarily using their teachers’ words CITATION Bar95 l 1033 (Barr, 1995). In an exam situation you find that they write what they know about the topic being assessed rather than what the teacher said.

Conclusion.

Active learning has been found to be better as it involves the participation of all learning participants. This also ensures that students don’t go to school to get information but to learn. It has been proved that active learning helps in self assessment of the teacher. The teacher gets to know whether the knowledge intended for the students has been grasped well. Active learning helps students to apply whatever knowledge they have effectively. This is due to the fact that the concept is properly understood and can be remembered with ease.

Works Cited

BIBLIOGRAPHY Barr, R. (1995). teaching to learning. Change Magazine , 13-25.

Herr, N. (2007, 06 14). Passive vs. Active Learning. Retrieved 05 18, 2013, from The Source Book For Teaching Science: http://www.csun.edu/science/ref/pedagogy/active-passive/active-passive-learning.html

McManus, D. A. (2001). The Two Paradigms of Education and the Peer Review of Teaching. Geoscience Education , 423-434.